An experienced maths teacher with 13 years across university, secondary and primary levels

I have 13 years of teaching experience across university, secondary and primary levels — starting as a university mathematics lecturer in Iran in 2012, then teaching IGCSE, AS Level, A Level and IB in Istanbul, alongside three years of primary teaching. I hold a PhD, MSc and BSc, and I am currently pursuing further doctoral research at Cardiff University, which keeps my analytical skills sharp and strengthens my ability to explain complex ideas clearly. I have direct experience supporting students with additional needs, including two years teaching IGCSE maths to students with ADHD and AuDHD, where I developed strong differentiation and focus-management skills. I have also taught students with limited English, learning key Turkish vocabulary myself to support their understanding — experience that makes me particularly attentive to clear communication with EAL learners. I bring strong organisation, adaptability across age groups and curricula (CAIE and IB), and a genuine commitment to building both competence and confidence in maths. How I will teach I begin by assessing a student's current level and identifying specific gaps, rather than assuming a one-size-fits-all starting point. I break concepts into clear, manageable steps, using visual aids and real-world examples where helpful, and check understanding frequently through questions and short practice, adjusting pace as needed. For students who find maths stressful, I focus first on building confidence — celebrating small wins and normalising mistakes — before moving to harder material. For exam students (GCSE, A Level, IB), I combine concept reinforcement with exam technique: past papers, targeting recurring weak areas, and time-management strategies. I adapt my communication style to the learner — simplifying language for EAL students or younger children, and offering deeper problem-solving for more advanced students. For students with additional needs, I use clear routines, shorter focused segments and frequent positive reinforcement. My overall aim is to help students build independent problem-solving skills and confidence, so they approach new material with curiosity rather than anxiety.